Establishing links between assessments and expected learning outcomes through curriculum mapping in a dental physiology curriculum

Background. The relevance of curriculum mapping to determine the links between expected learning outcomes and assessment is well stated in the literature. Nevertheless, studies confirming the usage of such maps are minimal. Methods. We assessed links through curriculum mapping, between assessments and expected learning outcomes of dental physiology curriculum of three batches of students (2012–14) at Melaka-Manipal Medical College (MMMC), Manipal. The questions asked under each assessment method were mapped to the respective expected learning outcomes, and students’ scores in different assessments in physiology were gathered. Students’ (n = 220) and teachers’ (n=15) perspectives were collected through focus group discussion sessions and questionnaire surveys. Results. More than 75% of students were successful (?50% scores) in majority of the assessments. There was moderate (r=0.4–0.6) to strong positive correlation (r=0.7–0.9) between majority of the assessments. However, students’ scores in viva voce had a weak positive correlation with the practical examination score (r=0.230). The score in the assessments of problem-based learning had either weak (r=0.1–0.3) or no correlation with other assessment scores. Conclusions. Through curriculum mapping, we were able to establish links between assessments and expected learning outcomes. We observed that, in the assessment system followed at MMMC, all expected learning outcomes were not given equal weightage in the examinations. Moreover, there was no direct assessment of self-directed learning skills. Our study also showed that assessment has supported students in achieving the expected learning outcomes as evidenced by the qualitative and quantitative data.

Student and faculty perspectives on Laboratory Based Learning (LBL) sessions in Physiology.

Objective: To explore students’ and faculty members’ perspectives regarding LBL sessions-the gaps/pitfalls- to explore possibilities for improvement. Method: Two sets of questionnaires, one each for students and faculty members were developed and administered to the students of first year MBBS (n=113) and Faculty members of physiology department (n=13) of MMMC, Manipal. Both questionnaires had closed-ended questions (no negative statements) inviting responses in the form of Likert scale. Open-ended questions were included in the questionnaire distributed to faculty members. Quantitative analysis was done using SPSS version 16. Results: Students agreed to all items, with a median score of 4. Students’ responses clearly indicated that, in general, they were satisfied with conduction of LBL sessions in physiology, while, faculty members concurred with them with a median score of 4 for items other than student related and expressed that current LBL sessions were adequate for MBBS curriculum. Faculty members were of the opinion that students need to practice more in LBL sessions. They also suggested inclusion of additional teaching aids in LBL sessions. Conclusion: Majority of students and faculty members were satisfied with the content and methodology employed in the current laboratory based sessions in physiology. Some of the suggestions given by students and faculty members could be easily implemented for improving the process, while others require additional infrastructure and logistic support.